REGION: Caguas

SCHOOL DISTRICT: Guayama/Salinas

SCHOOL: Escuela Eugenio Guerra Cruz, Especializada en Deportes en el Albergue Olímpico
SCHOOL’S CLASSIFICATION: Transition
SCHOOL’S REFORM STRATEGY: Literacy Comprehension
COURSE CODE CREDITS PRE-REQUISITOS GRADE
ENGLISH INGL 131-1312 1 11TH GRADE ENGLISH 12TH
HIGHLY QUALIFIED TEACHER W. Meyers Santiago
Academic Year: 2020-2021 Academic Preparation: BA
CLASSROOM INSTITUTIONAL PERIOD PHONE, EMAIL, & WEB PAGE
12:00pm-5:00pm - Fridays 939-644-6423
5 (Parents, please use cellphone number or
de148830@miescuela.pr
email to notify the teacher ahead of time)
COURSE DESCRIPTION
This is an English course that aims at developing students’ listening, speaking, reading, writing, and language
communication skills, so that they become college and career ready. It reinforces and expands students’ ability to
listen, speak, read, write, and use language skills in order to develop their communication in English.
GENERAL OBJECTIVES
As outcome of this course, students will
1. Become college and career ready through listening, speaking, reading, writing, and language communication skills.
2. Feel comfortable expressing ideas, feelings, and opinions in English.
3. Develop a sense of success, security, and achievement as they learn to improve English language skills.
4. Use English in a variety of real-life situations.
COURSE EVALUATION PLAN
Total Value Relative
Area Evaluation tools Value
(Points) Weight
20
Assessments 5 Quizzes 100 10%
points each
techniques and
15
tests 20 Journal Entries 300 30%
points each
Performance #1 Biographical Narrative
100 points each
Task #2 Resume & Cover Letter
(Projects): Writing 60%
(May be
#3 Short Story Analysis 600
divided into
#4 Historical & Current Events
short
#5 Persuasive Speaking/Writing
assignments)
#6 Poetry & Drama
Total Points: 1,000
Note: Rubrics and evaluation criteria will be given before each activity with clear instructions and
requirements.
Required Materials
1 notebook (preferably individual; not division)
1 large/legal size manila envelop
1 pocket folder (for keeping handouts, worksheets, and projects organized)
pencils, erasers, and any other writing materials
Merriam-Webster's Essential Learner's English Dictionary [$9.95] OR https://learnersdictionary.com/

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
 Larousse Concise Dictionary: Spanish-English [$12.95] OR https://www.wordreference.com/
General Course Details
1. Students must comply with the classroom rules (given separately).
2. Students must complete daily classwork, assignments, projects, tests, and other assessments.
3. In case of absences, students are responsible for the given material and must provide a valid excuse.
4. Students who belong to the Special Education Program, 504, or AEI will receive accommodations according to
what is established in their Educational Plan.
5. This syllabus is subject to change at any time depending on circumstances. Teacher will give advanced
notice of changes.
Evaluation Scale General average scale
100-90 A 4.00-3.50 A
89-80 B 3.49-2.50 B
79-70 C 2.49-1.60 C
69-60 D 1.59-0.80 D
59-O F 0.70-0.00 F
STANDARDS AND EXPECTATIONS
STANDARD 1: LISTENING:
1. Comprehend and analyze information from a variety of listening
activities to ask and answer questions on social, academic,
college, and career topics. STANDARD 4: WRITING:
STANDARD 2: SPEAKING: 1. Write arguments to support point of view using valid reasoning
1. Contribute to discussions on a variety of social, academic, and sufficient evidence.
college, and career topics in diverse contexts with different 2. Write informational texts to examine and convey complex ideas
audiences. and information clearly and accurately through the selection,
2. Evaluate information and determine appropriate responses to organization, and analysis of relevant content.
answer questions effectively. 3. Write literary texts to develop real or imagined experiences or
3. Contribute to social, academic, college, and career conversations events using effective technique, details, and structure.
using accurate and appropriate language. 4. Develop and strengthen writing as needed by using the writing
4. Provide, justify, and defend opinions or positions in speech. process (planning, drafting, revising, editing, rewriting, or
5. Adjust language choices according to the task, context, purpose, publishing).
and audience. 5. Use technology, including the Internet, to interact and collaborate
6. Plan and deliver different types of oral presentations/reports to with others and produce and publish writing.
express information and support ideas in social, academic, 6. Conduct research projects of varying lengths based on focused
college, and career settings. questions to demonstrate understanding of the subject.
STANDARD 3: READING: 7. Draw evidence from literary or informational texts to support
1. Read critically to make logical inferences, and cite specific analysis, reflection, and research.
textual evidence to support conclusions drawn from the text. 8. Write routinely over short and extended time frames for a variety
2. Determine main ideas or themes of a text and analyze their of tasks, purposes, and audiences.
development; summarize the key supporting details and ideas. STANDARD 5: LANGUAGE:
3. Analyze how and why individuals, events, or ideas develop and 1. Demonstrate command of the conventions of Standard English
interact over the course of a text. grammar and usage.
4. Interpret words and phrases as they are used in a text, including 2. Apply Standard English conventions using appropriate
determining technical, connotative, and figurative meanings, and capitalization, punctuation, and spelling.
analyze how specific word choices shape meaning or tone. 3. Demonstrate understanding of how language functions in different
5. Analyze the structure of texts, including how specific sentences, contexts to make effective choices for meaning, style and
paragraphs, and larger portions of the text (e.g., a section, chapter, comprehension.
scene, or stanza) relate to each other and the whole. 4. Determine or clarify the meaning of unknown words and phrases
6. Assess how point of view or purpose shapes the content and style by using context clues, analyzing meaningful word parts, and
of a text. consulting reference materials.
7. Integrate and evaluate content presented in diverse media and 5. Demonstrate understanding of figurative language, word
formats. relationships, and variation in word meanings.
8. Delineate and evaluate an author’s argument through evidence 6. Accurately use a variety of social, academic and content-specific
specified in a text. words and phrases sufficient for reading, writing, speaking, and
9. Compare and contrast two or more authors’ presentations of listening at the college and career-readiness level.
similar themes or topics.
10. Read and comprehend complex literary and informational texts
independently and proficiently.
SPECIAL EDUCATION: LAW 51 OF JUNE 7, 1996
Guidelines for adapting assessments strategies for students with special needs and/or abilities and for linguistically and culturally diverse students
will be established in the student’s Individualized Educational Program (PIE). An accommodation is a variation in the learning environment or

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
process that does not fundamentally alter what is being taught and assessed. Accommodations may include variations in scheduling, setting, aids,
equipment, and presentation format which is done in coordination with the Special Education Teacher.
LANGUAGE INSTRUCTION FOR LIMITED SPANISH PROFICIENT AND IMMIGRANT STUDENTS (CIRCULAR LETTER—7-
2013-2014) CIVIL RIGHTS ACT 1964
UNITS AND THEMES (ORGANIZED BASED ON 40 WEEKS)
WEEK WEEK
UNIT: 12.4 Then and now: Examining historical
texts and current events (5 weeks)
Faculty and Parent-teacher meetings; Professional
1 21 Comparing Current and Historical Events
Development
INTRODUCTIONS, ROUTINES, PROCEDURES,
2 22 Comparing Current and Historical Events
AND PRE-TEST
UNIT: 12.1 My journey so far: Biography,
23 Compare and Contrast Current and Historical Events
autobiography, memoir (6 weeks)
3 Writing Process (Prewriting, Drafting, Revising) 24 Current Events Discussions and Debates
4 Writing process (Editing, Final Draft, and Publishing) 25 Current Events Discussions and Debates
Types of Narratives (Biography, Autobiography, UNIT: 12.5 See it my way: Persuasion & debating
5
Memoirs) issues affecting Puerto Ricans (6 weeks)
Chronological Order and Flashback/Flash-Forward as
6 26 Debate and Issue-Evaluating Speeches
Organizational Strategies in Narratives
7 Writing a Biographical Narrative/Biography 27 Debate and Issue-Evaluating Speeches
8 Writing a Biographical Narrative/Biography 28 Debate and Issue-Evaluating Speeches
UNIT: 12.2 Walking into the future: Career
29 Persuasive Speech
research project (7 weeks)
9 Occupational Summaries 30 Persuasive Speech
10 Occupational Summaries 31 Persuasive Speech
11 Career Options Research UNIT: 12.6 Poetic Justice (6 weeks)
12 Career Options Research 32 Elements of poetry (Analysis Project, Read Aloud)
13 Resume & Cover Letter Writing 33 Understanding New Words and Phrases in Poetry
14 Resume & Cover Letter Writing 34 Poetry Reading & Analysis (Analysis Project, Read Aloud)
15 Resume & Cover Letter Writing 35 Poetry Reading & Analysis (Analysis Project, Read Aloud)
UNIT: 12.3 The long and short of it: Fictional
36 Elements of A Drama/Dramatic Reading
novels and short stories (4 weeks)
Literary elements (setting, characters, plot, point of
16 37 Elements of A Drama/Dramatic Reading
view, theme, mood)
Literary elements (setting, characters, plot, point of
17 38 Elements of A Drama/Dramatic Reading
view, theme, mood)
18 Analyze/Write fictional narratives or short stories 39 POST TEST AND FINAL TESTS
19 Analyze/Write fictional narratives or short stories 40 GRADES
20 PARTIAL TESTS AND GRADES

*This syllabus is subject to change at any time in agreement with school principal.
Parents will be notified in advance.
SIGNATURES
Submitted by: TEACHER’S SIGNATURE:
Date: August 13th, 2020
W. Meyers TEACHER’S NAME: W. Meyers Santiago

PRINCIPAL’S SIGNATURE:
Certified by: Date:
PRINCIPAL’S NAME:

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.